The American International School of Zagreb has been the leading international school in Zagreb for 50 years.
Its leadership comes from the outstanding faculty and staff who have demanded and supported the best from students and themselves creating a dynamic, caring community. We look for qualified, experienced teachers from around the world who can inspire, motivate and empower learners. We take an inquiry approach to our standards-based curriculum emphasizing critical thinking, creativity, collaboration, and communication.
At AISZ, we not only promote life-long learning and socially responsible world citizenship, we also seek to model them.
Recruitment generally begins in January for the next school year, but jobs are posted as they become vacant, and applications are accepted throughout the year.
Tentative / School Wide Technology Integration Specialist
To support the innovative use of technology in the classroom with some technical assistance to our ICT Manager, MS coding and IT design classes.
Lower School Learning Support
To support students identified with additional mild to moderate learning needs, collaborate and support students teachers and parents and to undertake the relevant appropriate assessments when applicable to do so. The candidate must be familiar with a range of learning assessments and intervention strategies as well as practiced in writing Individual learning plans and accommodations.
Job description can be found at this link.
All of the positions for school year 2017-2018 have been filled.Thank you for your interest in us. We greatly appreciate your support and your candidacy.
AISZ is a constructivist, inquiry based school.
Experience with Inquiry, Understanding by Design, MYP, PYP, Common Ground Collaborative and other Inquiry based pedagogies advantageous.
Statement of Suitability
AISZ takes Child Safeguarding very seriously. All candidates are expected to have read AISZ’s Child Safeguarding Policy and Procedures Handbook and to submit a “Statement of Suitability” as part of their application documentation. Successful candidates will be required to provide Police Clearance Certificates from their home country and last place of employment, and will also be subjected to an annual criminal background / sex offender registry check by an external agency.
Please sign the Statement of Suitability Form and send it with rest of documents.
- Bachelor of Education (or equivalent 4 year degree) and or teaching credential in the area of teaching. Speciality qualification for any specialist position mandatory
- Advanced degree preferred
- Minimum three years of experience in accredited schools preferably in an international or cross cultural context (student teaching and substituting not included)
- Native or near-native written and spoken English
- A belief in and experience with the positive nature of student inclusion and difference
- Ability to create a safe, caring classroom
- Experience and comfort integrating technology to promote learning
- Police clearance (for vulnerable sector)
- In exceptional circumstances, an advanced degree, prior successful teaching record in an accredited international school and the ability to complete a recognised teaching qualification within a year part time will be accepted as an entry level status.
- All successful candidates will be required to complete Child Protection and Safeguarding Training
- A current curriculum vita
- A brief letter of introduction specifying strength and reason for interest in AISZ
- The name and contacts of two referees as well as the name and contact information for your current head of school/supervisor/staff member
- Statement of Suitability Form
Competitive compensation salary and benefits package for the region.
AISZ Teaching Dispositions*
All learners, including teachers, should possess these dispositions:
Reflectiveness: being ready, willing and able to become more strategic about learning.
Meta-Learning: Being aware, and taking control of one's own learning. Having an awareness and understanding of the phenomenon of learning itself as opposed to subject knowledge.
Planning: Working out learning in advance and a strong ability to plan effectively.
Distilling:The ability to distil information in order to extract the essential meaning or most important aspects.
Revising: The ability to reconsider and alter practice or beliefs in the light of further evidence.
Reciprocity: being ready, willing and able to learn alone and with others.
Interdependence: The ability and desire to work interdependently.
Collaboration: Highly developed collaboration skills.
Empathy: A high degree of empathy and the ability to actively listen.
Imitation: The ability to recognise and imitate exemplars of practice and pick up others’ habits and values.
Resourcefulness: being ready, willing and able to learn in different ways.
Questioning: The ability and desire to inquire and seek answers.
Making Links: The capacity to recognise connections and make links to previous knowledge, concepts, practice and understandings in order to generate new ways of working.
Imagining: Being able to imagine a changed state and the multitude of hypotheses that can be generated from which to select a course of action or mentally rehearse something new.
Reasoning: Thinking rigorously and methodically.
Capitalising: The ability to make good use of resources.
Resilience: being ready, willing and able to lock on to learning.
Absorption: The ability and desire to be rapt in learning; to be absorbed in one’s own learning / work and to bring this “flow” to teaching students.
Managing Distractions: A strong capacity to manage distractions and set priorities.
Noticing: Really sensing what is out there and taking notice of what is possible
Perseverance: The ability to persevere as learning happens and recognising that learning can be hard work.
*Guy Claxton: Building Learning Power